PLANNING

EVALUATION

VIVIAN ZURIMA CALDERÓN PÉREZ

OSCAR JULIAN OSORIO FONTIVEROS

CONTENT

• The Context of Classroom-based

Evaluation

• A Strategy for Classroom-based Evaluation

• Planning Evaluation

THE CONTEXT OF CLASSROOM-

BASED EVALUATION

There are four-steps process :

1. Identifying purposes

2. Collecting information

3. Interpretation of the information

4. Decision making

Characteristics of

everyday choices

EXAMPLES OF HOW DECISIONS

ARE MADE IN THE CLASSROOM

1. Changing purposes

2. Changing plans

3. Changing practices

4. Students as decision makers

CHANGING PURPOSES

When students do not have

exactly the same needs or

characteristics as the

hypothetical group for whom

the objectives were devised

CHANGING PLANS

When there is a

mismatch between the

instructional objective

aim and the planned

activities

CHANGING PRACTICES

STUDENTS AS

DECISION MAKERS

• The choices students make affect the learning strategies

they use

• Final examsAssessment information

Incentive to study

A STRATEGY FOR CLASSROOM-

BASED EVALUATION

Evaluation involves

comparison

Look for potential problems and decide on actions to resolve them

1. Does this course respond to the needs ands desires of

its clientele?

2. Does the plan for this course seem like a good means

for attaining the course objectives?

A STRATEGY FOR CLASSROOM-

BASED EVALUATION

3. Is the course working according to the plan?

4. Were the interim objectives met?

5. Were the general course objectives satified?

Look for potential problems and decide on actions to resolve them

A STRATEGY FOR CLASSROOM-

BASED EVALUATION

• It is advisable to begin evaluation before instruction in

order to maximize the beneficial effects of evaluation on

instruction and students’ learning.

• To collect background information about students during

the first and second weeks of class, in order to examine

the adequacy of the objectives and instructional plans by

comparing them with students’ needs, aspirations, and

existing skills.

A STRATEGY FOR CLASSROOM-

BASED EVALUATION

PLANNING EVALUATION

No planning No time for assessing activities

QUESTIONS WHEN

PLANNING EVALUATION

• Who will use the results

of assessment and for

what purposes?

• What will I assess?

• When will I assess?

Who will use the results of

assessment and for what

purposes?

Different people for

different purposes, but

teachers are the main users

of this information to

make decisions about

ongoing instructions

What will I assess?Teachers will be concerned about:

• Monitoring the effectiveness of

instruction in order to plan ongoing

instruction

• Monitoring theirs students’ mastery of

academic skills and subject matter

• Monitoring their students’

understanding of content

When will I assess?

1. On a continuous basis: this is

sometimes referred to as

formative evaluation

2. At the end of the instructional

units

3. At the end of the year:

Summative assessment

SUGGESTIONS WHEN

AND HOW TO ASSESS1. Determine student needs and abilities

2. Examine student attainment of lesson and unit

objectives on a regular basis

3. Provide occasions for informing students about learning

success

4. Monitoring classroom activities

5. Examine student attainment of general instructional

objectives.